深圳一模高三英语读后续写课件

1、梳理与概括：

学生能够通过快速阅读，梳理故事的主要情节、人物性格及核心冲突；2、情节构思：

学生能够根据两段开头语，运用“协作链”（如clean,arrange,decorate）和“情感线”（nervous,excited,fulfilled）构思合理的后续情节；3、语言运用：

学生能够掌握并运用生动描写技巧（如非谓语动词作状语、动作链描写、环境烘托）来丰富续写内容；4、思辨与创新：

引导学生探讨“规则与个性”的关系，理解教育不仅仅是“约束”，更是“引导”与“赋能”。从Megan的做法中，学会用发展的眼光看待问题，将挑战转化为机遇。读后续写文章ThecommunitylibrarywasMegan’speacefulkingdom,aplaceofquietwhispersandturningpages.Everysummervacation,sheworkedasastudentvolunteer,feelingresponsibleforprotectingthisquietspace.Lately,aboynamedLiamhadbecomeherchallenge.Liamwasn'trude-hejustcouldn’tsitstill.Likeclockwork,hewouldgetupto“stretchhislegs,”pacingbetweenthebookshelves.Sometimeshe'daccidentallyknockoverachair.Once,absorbedinapicturebook,heletoutaloud“Whoa!”whenhesawagiantdinosaurfilledthepage.Inthesilence,eachsounddrewlooksfromotherreaders.Yesterday,whenMeganwalkedoverandremindedhimgentlyagain,Liam'sfaceturnedred.“I'mreallysorry,”hewhisperedsincerely.“Idon’tmeanto.Ijust...Ireallylikebeinghere.”Shebelievedhim.ShehadnoticedthatLiamwasacuriousexplorerofbooks.Hewouldpulloutabookondinosaurs,readingwithintensefocusforafewminutes,thenmoveontoanotheraboutvolcanoesorspacerockets.Hejustlovedthelibrary.读后续写文章Meganwentbacktoheroffice.Anoteontheheadlibrarian'sdeskcaughthereye.Itread,MoreLivelyReadingActivities?Booksharing?Acting?”Seeingthis,Megansuddenlyrememberedthelibrarianhadmentionedshecouldfeelfreetousethegardenatthebackofthelibrary.Itwasaplacewheresomeunuseditemswerestored-someoldchairs,foldingtables,allpiledupgatheringdustunderalargetree.Atthetime,Meganhadn'tthoughtmuchaboutit.Butnow,thethoughtsofdirectingLiam’senergyandmakinguseofthegardenconnectedinhermind.Perhapsthesolutionwasn'ttoquietLiamdown,buttogivehisenergyandloveforbooksapositivestage,righthereintheirownlibrary.Anideafora“GardenReadingCorner”project,aimedatyoungreaders,begantotakeshape.Thenextmorning,shefoundLiamamongthebookshelves.“Wanttodosomethingreallycool?”shesaid,hervoicelowbutexcited.Liamdidnotansweratonce,buttheeagerlightinhiseyessaideverything.Paragraph1:Forthenextweek,MeganandLiambusiedthemselveswiththeproject.Paragraph2:Ontheopeningdayoftheproject,theywaitednervouslyinthegarden.忙于做某事LeadinLeadinAccordingtotwopictures,whatisthe“sound”ofalibrary?Isitthesilenceofreaders,orthelaughterofreaders?Reading&AnalysisAnalyzingCharacters主要人物MeganHowwouldyoudescribeMegan?Whatkindofpersonisshe?Adjective（性格特征）SupportingEvidencefromtheText（语言与行为）"...sheworkedasastudentvolunteer,feelingresponsibleforprotectingthisquietspace.""ShehadnoticedthatLiamwasacuriousexplorerofbooks.""...Meganwalkedoverandremindedhimgentlyagain.""Shebelievedhim."(whenLiamsaidhedidn'tmeanto故意为之)(Theturningpoint)"thethoughtsofdirectingLiam'senergy...connectedinhermind."ResponsibleObservantGentle/KindEmpathetic有同情心的CreativeAnalyzingCharacters主要人物LiamHowwouldyoudescribeLiam?Whatkindofpersonishe?Adjective（性格特征）SupportingEvidencefromtheText（语言与行为）"...hewouldgetupto'stretchhislegs,'pacing...Sometimeshe'daccidentallyknockoverachair.""Hewouldpulloutabookondinosaurs...thenmoveontoanotheraboutvolcanoesorspacerockets.""...heletoutaloud'Whoa!'whenhesawagiantdinosaur...""Idon'tmeanto.Ijust...Ireallylikebeinghere.""Liam'sfaceturnedred."EnergeticCuriousEnthusiasticSincereSensitiveAnalyzingPlot&EmotionsBeginningBuild-upConflictResolutionEndingMegan在社区图书馆做志愿者；Liam喜欢来图书馆，但总是坐不住Megan:Calm,responsibleLiam:CuriousbutrestlessLiam走动、出声

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引来其他读者目光Megangently提醒他Megan:HelplessLiam:Embarrassed图书馆安静规则

vsLiam活泼好动的天性（内在冲突：Liam喜欢图书馆但无法保持安静）Liam:Guilty,frustratedMegan看到馆长的便签（LivelyActivities）+想起后花园Megan:InspiredLiam:ExcitedParagraph1&Paragraph2AnalyzingForeshadowing主要伏笔类别原文线索伏笔作用（在续写中的呼应）人物兴趣空间资源活动灵感人物状态"Liam...absorbedinapicturebook...aboutagiantdinosaur.""Thegardenattheback...someunuseditems...oldchairs,foldingtables,allpiledupunderalargetree.""Anoteontheheadlibrarian'sdesk:MoreLivelyReadingActivities?Booksharing?Acting?""theeagerlightinhiseyessaideverything"(Liam被邀请时)表演主题：Liam在开放日表演恐龙故事，或分享他最喜欢的书场景布置：续写中这些物品被清理、重新摆放，成为花园阅读角的座位和舞台活动形式：开放日采用“Booksharing”和“Acting”的形式，馆长便签的设想成真情感延续：续写中Liam的投入、自信、喜悦，都是这束“光”的延续和放大Brainstorming&WritingBrainstormingParagraph1:Forthenextweek,MeganandLiambusiedthemselveswiththeproject.HowdidMeganandLiamprepareforthe"GardenReadingCorner"project?①

关键线索：花园环境Q1:Howdidtheytransformthegarden?如何处理旧椅子、折叠桌？(Clean?Arrange?)花园发生了什么变化？(Fromdustytocozy)②

关键线索：阅读活动Q2:Whatreadingactivitiesdidtheyprepare?是否布置了阅读区？(Readingareawithbooks?)准备了哪些儿童书籍？(Picturebooks?Storybooks?)设计了什么分享或表演活动？(Booksharing?Acting?)Para.1BrainstormingParagraph1:Forthenextweek,MeganandLiambusiedthemselveswiththeproject.HowdidMeganandLiamprepareforthe"GardenReadingCorner"project?③

体现Megan的想法：给予积极的舞台Q3:HowdidtheygiveLiama"positivestage"?•Liam负责什么？(Movingfurniture?Choosingdinosaurbooks?)•Megan如何支持他？(Trustinghisideas?Encouraginghim?)•Liam在这个过程中感觉如何？(Proud?Engaged?)④

目标对象：youngreadersQ4:Howdidtheyprepareforyoungreaders?•阅读区如何布置得更吸引孩子？(Colorful?Comfortable?)•是否考虑了孩子们的兴趣？(Funactivities?)Para.1BrainstormingParagraph1:Forthenextweek,MeganandLiambusiedthemselveswiththeproject.HowdidMeganandLiamprepareforthe"GardenReadingCorner"project?⑤

为第二段做铺垫Q5:

Whatwastheirplanfortheopeningday?•项目准备基本完成吗？•定在哪一天？•如何邀请孩子们？(Posters?Wordofmouth?)•Liam在开放日要做什么？(Firstperformer?Host?)Para.1WritingParagraph1:Forthenextweek,MeganandLiambusiedthemselveswiththeproject.Para.1句式1:主语+spent+时间+doingsth,doing...译：他们花了一天时间清理积满灰尘的椅子和桌子，把它们布置成两个区域：一个用于阅读，一个用于表演。Theyspentadaycleaningthedustychairsandtables,arrangingthemtocreatetwoareas:oneforreadingandoneforacting.WritingParagraph1:Forthenextweek,MeganandLiambusiedthemselveswiththeproject.Para.1句式2:主语+副词+动词+宾语+定语从句译：他们精心为阅读角挑选了儿童书籍，孩子们可以在那里阅读和分享故事。Theycarefullyselectedchildren'sbooksforthereadingcornerwherekidscouldreadandsharestories.WritingParagraph1:Forthenextweek,MeganandLiambusiedthemselveswiththeproject.Para.1句式3:主语+brought+某物+from+某地+不定式译：梅根从家里带来一块旧地毯，用作表演的“舞台”。Meganbroughtanoldcarpetfromhometoserveasa“stage”foracting.句式4:With+名词+形容词,主语+并列谓语1and谓语2+分词状语译：一切准备就绪后，他们决定在即将到来的周六举办开幕式，并制作了彩色海报邀请大家。Witheverythingready,theydecidedtoholdtheopeningonthecomingSaturdayandmadecolorfulpostersinvitingeveryone.WritingParagraph1:Forthenextweek,MeganandLiambusiedthemselveswiththeproject.Para.1句式5:"直接引语,"+主语+suggested.译：“利亚姆，你可以第一个表演你的恐龙故事，”梅根建议道。"Liam,youcanbethefirsttoactoutyourdinosaurstory,"Megansuggested.句式6:主语+谓语,分词短语译：利亚姆同意了，已经开始期待这个大日子。Liamagreed,alreadylookingforwardtothebigday.BrainstormingParagraph2:Ontheopeningdayoftheproject,theywaitednervouslyinthegarden.Whathappenedontheopeningday?①

悬念1：是否会有孩子来？Q1:Didchildrencometothegarden?•刚开始时花园里人多吗？(Afew?Many?)•孩子们的反应如何？(Curious?Eager?)②

悬念2：活动是否成功？Q2:Howdidtheatmospherechange?•从紧张(nervous)到……？(Lively?Joyful?)•花园变得热闹了吗？(Laughter?Applause?)•是否达到了"MoreLively"的效果？Para.2BrainstormingParagraph2:Ontheopeningdayoftheproject,theywaitednervouslyinthegarden.Whathappenedontheopeningday?③Liam的绽放：回应他对书籍的热爱Q3:HowdidLiamusehisloveforbooks?•他表演了什么？(Dinosaurstory?)•他的表演如何带动氛围？(Exciting?Funny?)•其他孩子被他吸引了吗？④Liam的转变：回应他好动的性格Q4:HowdidLiam'srolechange?•他还是那个"坐不住"的男孩吗？•他如何带动其他孩子参与阅读？•他的"energy"和"loveforbooks"如何变成了优势？Para.2BrainstormingParagraph2:Ontheopeningdayoftheproject,theywaitednervouslyinthegarden.Whathappenedontheopeningday?⑤

氛围：真正"Lively"的效果Q5:Whatwastheatmospherelike?•孩子们在做什么？(Reading?Sharing?Laughing?)•有没有表演或互动？(Acting?Storytelling?)•花园变成了怎样的空间？•Megan的感受？馆长的感受？Para.2BrainstormingParagraph2:Ontheopeningdayoftheproject,theywaitednervouslyinthegarden.WhatdidMeganrealize?Para.2主题升华阅读的快乐孩子的创造力图书馆的新意义Alibraryisnotjustaplaceforsilentreading.Itcanalsobecomeajoyfulspacethatsparksinterestinreadingandinspireschildren'screativity.WritingParagraph2:Ontheopeningdayoftheproject,theywaitednervouslyinthegarden.Para.2句式1:When+时间状语从句,主语+副词+谓语+宾语译：当最初几个孩子到达时，利亚姆急切地给他们展示阅读区。Whenthefirstfewchildrenarrived,Liameagerlyshowedthemthereadingarea.句式2:As+渐进状语从句,主语+谓语1+宾语+and+谓语2+宾语+不定式译：随着越来越多的孩子聚集过来，梅根邀请一些人围坐在表演区周围，并向利亚姆点头示意可以开始了。Asmorekidsgathered,MeganinvitedsometositaroundtheactingareaandnoddedforLiamtobegin.WritingParagraph2:Ontheopeningdayoftheproject,theywaitednervouslyinthegarden.Para.2句式3:"直接引语?"译：“你们知道吗，我是一只会飞的恐龙吗？”"DidyouknowI'madinosaurthatcanfly?"句式4:主语,+插入语描述状态,+谓语+方式状语译：利亚姆，此刻穿着简单的恐龙服装，用清晰而兴奋的声音开始了他的表演。Liam,nowinasimpledinosaurcostume,beganhisperformancewithaclear,excitedvoice.WritingParagraph2:Ontheopeningdayoftheproject,theywaitednervouslyinthegarden.Para.2句式5:主语+并列谓语1,谓语2,and+谓语3译：孩子们看着，笑着，完全被吸引进了故事里。Thechildrenwatched,laughed,andwerecompletelydrawnintothestory.句式6:主语+谓语,分词短语伴随状态译：图书馆馆长驻足观看，温暖地微笑着。Theheadlibrarianstoppedby,smilingwarmly.WritingParagraph2:Ontheopeningdayoftheproject,theywaitednervouslyinthegarden.Para.2结尾句1:V-ing+宾语,主语+felt+情感名词,V-ing+that+从句译：看着这一幕，梅根感到深深的满足感，意识到图书馆也可以成为一个地方，让年轻读者发现纯粹的阅读乐趣。Watchingthisscene,Meganfeltadeepsenseofsatisfaction,realizingthatalibrarycouldalsobeaplacewhereyoungreadersdiscoveredthepurejoyofreading.结尾句2:Withawaveof+情感名词,主语+动词+that+宾语从句译：带着满足感，Megan明白了：图书馆可以是一个多元的地方，让每一位读者都感受到归属感。Withawaveofsatisfaction,Meganunderstoodthatalibrarycouldbeadiverseplacewhereeveryreaderfeelstheybelong.Writing范文

Forthenextweek,MeganandLiambusiedthemselveswiththeproject.Theyspentadaycleaningthedustychairsandtables,arrangingthemtocreatetwoareas:oneforreadingandoneforacting.Theycarefullyselectedchildren'sbooksforthereadingcornerwherekidscouldreadandsharestories.Meganbroughtanoldcarpetfromhometoserveasa"stage"foracting.Witheverythingready,theydecidedtoholdtheopeningonthecomingSaturdayandmadecolorfulpostersinvitingeveryone.“Liam